Please use this identifier to cite or link to this item :http://hdl.handle.net/2066/99698

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Subject:

Atypical development in communications and cognition

Organization:

FSW_Expertisecentrum Nederlands (EN)SW OZ BSI OLO

Journal title:

Journal of Child Language

Volume:

vol. 38

Issue:

iss. 2

Page start:

p. 356-379

Abstract:

In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of both experiments demonstrated that children in the higher grades had shorter reaction times and fewer errors than children in the lower grades. Reading skill, however, was not related to semantic categorization performance. Moreover, neither grade level nor reading skill was related to the effect of distracter type on error percentages. Based on the results of this study, we suggest a substantial development of semantic categorization skills over time, and reject the notion that Dutch poor readers have less advanced semantic categorization skills than typical readers.